Exploring Challenges, Teaching Strategies and Personality Traits to Implementing an Effective Agriculture-Based TVET Program in South Africa

Abstract

Technical and Vocational Education and Training (TVET) is an educational field that emphasises on practical and lab-based learning environments. Equally important, TVET also makes a major contribution to the agriculture field. However, there are myriad issues that cause limited knowledge and skills for agricultural graduates, and these include butare not limited to the lack of resources, equipment, and infrastructure. The case study approach allows the in-depth collection of data through interviews and the observation of complex issues in their real-life settings. The research participants were purposefully and conveniently sampled due to their experience in agricultural programmes. The findings were presented using thematic analysis based on Mitzel's model which covers practical knowledge and skills, teaching skills, teaching styles, and personality traits. According to the study's findings, the lack of resources, equipment, and infrastructure restricted a lecturer's capacity to release their practical knowledge and skills, their teaching skills, teaching styles, and their personality factors when teaching agricultural programmes. The recommendation advises allocating the TVET colleges with adequate resources, equipment, and infrastructure to facilitate agricultural knowledge and skills.

Understanding the Demand for Industrial skills through the National Certificate (Vocational) Building and Civil Engineering Programme

“…Badenhorst and Radile (2018) found that inadequate machinery, tools and equipment compel students to overcrowd machines during the practical training. Sephokgole et al (2022) also revealed that the lack of resources, equipment, and infrastructure has a negative implication on the provision of quality TVET programmes as lecturers are being prevented from exposing students adequately to hands-on practical skills. Therefore, effective teaching and learning is not stimulated due to the lack of machinery, equipment and tools for practical training.…”

A deflating quality TVET education in Gauteng Technical, Vocational Education and Training Colleges

“…For example, a study by Nkwanyane (2023) reveal that the NCV: Building and Civil Engineering program is not aligned with the industry expectations and that the curriculum is too theoretical to the detriment of TVET students. Also, Ramongwane, Manto and Moses (2022) report that TVET colleges are still battling in balancing discipline specific teaching and learning resources, equipment, plus a responsive infrastructure for lecturers to impart practical knowledge and skills. Perhaps it is even fair to say that not much is known about relevant teaching methodologies and philosophies that underpin TVET college lecturers' andragogical and pedagogical activities.…”